Periodic Reporting for period 2 - MOST (Meaningful Open Schooling Connects Schools To Communities)
Période du rapport: 2022-03-01 au 2023-08-31
The H2020 project MOST (Meaningful Open Schooling Connects Schools To Communities) addressed key challenges experienced in European countries and globally namely the need for skilled employees in STEM sectors, the need to educate today’s and tomorrow’s citizens for a life that relies on science and technology and the need to empower citizens in tackling and finding solutions to challenges that are environmental in nature. MOST is an educational endeavor that contributes towards addressing these needs and challenges by engaging schools and regional communities in research and innovation processes, providing space for discussions, co-creation and actions related to local needs and challenges. Through Open Schooling learning spaces were created that were accessible for mutual learning. Thus, MOST enabled and encouraged its target groups to pursue scientific careers and long-term, will also raise the number of scientists in Europe.
The main objectives of the MOST project were to establish Open Schooling Communities across Europe and a European Open Schooling Network (EOSnet). To achieve this, our Consortium of 23 partners from 10 European countries implemented a powerful Open Schooling idea: The project opened up formal science education and established partnerships between schools and their communities to work jointly on environmental school-community projects (SCPs). These participatory projects directly respond to the needs and values of those involved, benefit the communities as a whole and make schools agents of community well-being. MOST’s learning impact is boosted through an educational research-based approach that raises interest in science, scientific literacy and environmental responsibility.
Based on the consortium's experience with the SCPs and confirmed by the evaluation results, the following conclusions can be drawn that illustrate the potential of the SCPs as an implementation tool for Open Schooling and underline the potential of the SCPs to promote responsible research and innovation:
SCPs can initiate innovation processes by finding solutions
SCPs can initiate innovation by bringing together target groups which do not regularly meet
SCPs can promote responsible research by bringing science into school and local community
SCPs can make science education motivating and meaningful for all students
SCPs can engage students at all ages to solve real problems in close contexts
SCPs can raise the environmental awareness of a whole community
The main objectives of the MOST project were to establish Open Schooling Communities across Europe and a European Open Schooling Network (EOSnet). To achieve this, our Consortium of 23 partners from 10 European countries implemented a powerful Open Schooling idea: The project opened up formal science education and established partnerships between schools and their communities to work jointly on environmental school-community projects (SCPs). These participatory projects directly respond to the needs and values of those involved, benefit the communities as a whole and make schools agents of community well-being. MOST’s learning impact is boosted through an educational research-based approach that raises interest in science, scientific literacy and environmental responsibility.
Based on the consortium's experience with the SCPs and confirmed by the evaluation results, the following conclusions can be drawn that illustrate the potential of the SCPs as an implementation tool for Open Schooling and underline the potential of the SCPs to promote responsible research and innovation:
SCPs can initiate innovation processes by finding solutions
SCPs can initiate innovation by bringing together target groups which do not regularly meet
SCPs can promote responsible research by bringing science into school and local community
SCPs can make science education motivating and meaningful for all students
SCPs can engage students at all ages to solve real problems in close contexts
SCPs can raise the environmental awareness of a whole community
Several working steps and processes were implemented during the project`s lifetime. The work was carried out at three work levels: (1) Open Schooling Community (hubs: schools) (2) Partner regions (hubs: HEI) and (3) National & European level (hub: MOST Consortium). The SCPs were conducted in two rounds and each comprised the following phases:
Preparation: Development/revision of outputs related to the implementation and teaching/learning in SCPs; extensive communication with schools, teachers, external stakeholders to engage them in the implementation of one or more SCPs.
Implementation: Conducting Launch workshops on regional level, support of schools by MOST advisors, collection of evaluation data, conducting MOST fairs, documentation of the projects carried out.
Evaluation: Analysis of the evaluation data, intensive exchange of experience and knowledge in the consortium to improve and further develop the organisational and pedagogical materials as well as the applied measures and strategies in contact with schools and external stakeholders.
Each Work Package produced one or more outputs:
Outputs which support the implementation of SCPs:
• Manual for schools on how to organise SCP (D3.1)
• Pedagogical Guidelines and science materials (D4.2)
• Guidelines for MOST fairs and setting up regional partnerships (D5.1)
• Communication, Dissemination and Exploitation (CDE) plan
Outputs which support follow-up through the presentation of results:
• European Report on solutions found in the SCPs (D4.1)
• Accounts on MOST fairs and European MOST conference (D61.)
• Evaluation concept and instruments
• Final Evaluation of the impact of the MOST project (D8.1)
• European Open Schooling Network (EOSnet)
All outputs are deposited on the project websites and repositories from relevant networks such as Scientix, OStogether, EU citizen science etc. They were promoted and disseminated through various channels (social media, conferences, policy events networks, newsletters, etc.) to different target groups (schools/teachers, policy/relevant decision-makers, educational networks, local actors in science education etc.). Further, the consortium developed strategies for exploitation and sustainability which include for example further building on the MOST approach in further Horizon funded projects, aligning the MOST approach with existing initiatives and further introducing the MOST approach in teacher training courses.
Preparation: Development/revision of outputs related to the implementation and teaching/learning in SCPs; extensive communication with schools, teachers, external stakeholders to engage them in the implementation of one or more SCPs.
Implementation: Conducting Launch workshops on regional level, support of schools by MOST advisors, collection of evaluation data, conducting MOST fairs, documentation of the projects carried out.
Evaluation: Analysis of the evaluation data, intensive exchange of experience and knowledge in the consortium to improve and further develop the organisational and pedagogical materials as well as the applied measures and strategies in contact with schools and external stakeholders.
Each Work Package produced one or more outputs:
Outputs which support the implementation of SCPs:
• Manual for schools on how to organise SCP (D3.1)
• Pedagogical Guidelines and science materials (D4.2)
• Guidelines for MOST fairs and setting up regional partnerships (D5.1)
• Communication, Dissemination and Exploitation (CDE) plan
Outputs which support follow-up through the presentation of results:
• European Report on solutions found in the SCPs (D4.1)
• Accounts on MOST fairs and European MOST conference (D61.)
• Evaluation concept and instruments
• Final Evaluation of the impact of the MOST project (D8.1)
• European Open Schooling Network (EOSnet)
All outputs are deposited on the project websites and repositories from relevant networks such as Scientix, OStogether, EU citizen science etc. They were promoted and disseminated through various channels (social media, conferences, policy events networks, newsletters, etc.) to different target groups (schools/teachers, policy/relevant decision-makers, educational networks, local actors in science education etc.). Further, the consortium developed strategies for exploitation and sustainability which include for example further building on the MOST approach in further Horizon funded projects, aligning the MOST approach with existing initiatives and further introducing the MOST approach in teacher training courses.
Through the implementation of SCPs, new partnerships between schools and community stakeholders were formed. Active participation in scientific, research and innovation processes, and involvement in the development of solutions to environmental issues as promoted by the MOST project, allows shared ownership of values related to sustainable development. Thereby, numerous and various actors in a community are involved in scientific work and gain insight into science education which allows all participating citizens to substantiate their science and environmental knowledge.
In total, 672 SCPs were conducted across 10 countries and thus 672 resulting ecological solutions were proposed and disseminated to a wide range of stakeholders.,. The project succeeded in involving a total of 78 974 participants, of which 23 113 were students, 2 443 teachers, 53 418 community members. The SCPs represented a large variety of projects and lasted from 1 day to more than 6 months. In addition, the regional MOST fairs and the European MOST conferencehave connected the Open Schooling communities in the regions and across Europe, moving the European Open Schooling network forward.
Within the SCPs, students were actively involved in environmental projects as problem-solvers, building up knowledge on sustainable development and on their role as responsible citizens. The SCPs offer students a space to learn, decide and act independently. Evaluation results show positive effects on student`s science literacy, perceived relevance and positive attitudes toward science and scientific careers, as well as an increased understanding of sustainability problems and enhanced awareness of their personal role in solving them. The complementary qualitative analysis of participants´ perceptions in the case studies provides evidence about how SCP provide meaningful contexts for applying mathematics and science content knowledge and skills to solve relevant local problems, and the extent to which this kind of project leads participants to develop interesting transdisciplinary skills in terms of teamwork, communication, creativity and critical thinking. Summing up, the project has had a real impact on SCP participants by building new partnerships between schools and community stakeholders, contributing to build up a more scientifically interested and literate society, as well as students with a greater awareness of and interest in science careers.
In total, 672 SCPs were conducted across 10 countries and thus 672 resulting ecological solutions were proposed and disseminated to a wide range of stakeholders.,. The project succeeded in involving a total of 78 974 participants, of which 23 113 were students, 2 443 teachers, 53 418 community members. The SCPs represented a large variety of projects and lasted from 1 day to more than 6 months. In addition, the regional MOST fairs and the European MOST conferencehave connected the Open Schooling communities in the regions and across Europe, moving the European Open Schooling network forward.
Within the SCPs, students were actively involved in environmental projects as problem-solvers, building up knowledge on sustainable development and on their role as responsible citizens. The SCPs offer students a space to learn, decide and act independently. Evaluation results show positive effects on student`s science literacy, perceived relevance and positive attitudes toward science and scientific careers, as well as an increased understanding of sustainability problems and enhanced awareness of their personal role in solving them. The complementary qualitative analysis of participants´ perceptions in the case studies provides evidence about how SCP provide meaningful contexts for applying mathematics and science content knowledge and skills to solve relevant local problems, and the extent to which this kind of project leads participants to develop interesting transdisciplinary skills in terms of teamwork, communication, creativity and critical thinking. Summing up, the project has had a real impact on SCP participants by building new partnerships between schools and community stakeholders, contributing to build up a more scientifically interested and literate society, as well as students with a greater awareness of and interest in science careers.